Abstract
We present a study of the meanings of average and variation displayed by paediatric nurses. We trace how these meanings shape, and are shaped by, nurses' interpretations of trends in patient and population data. We suggest a theoretical framework for making sense of the data which compares and contrasts nurses' epistemology with that of official mathematics. Finally, we outline some provisional didactical implications.
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Noss, R., Pozzi, S. & Hoyles, C. Touching epistemologies: meanings of average and variation in nursing practice. Educational Studies in Mathematics 40, 25–51 (1999). https://doi.org/10.1023/A:1003763812875
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DOI: https://doi.org/10.1023/A:1003763812875